La planificación como categoría emergente en la gerencia de estrategias para la enseñanza del inglés como lengua extranjera [Teaching planning as an emerging precept in the management of strategies for teaching English as a foreign language]

Abstract

Managing strategies for teaching English as a foreign language is an unprecedentedly new form for specialized teachers to have alternative tools for their purpose. The main goal of this research was to theorize about the curriculum planning as an emerging category within the management of strategies that teachers execute for teaching English as a foreign language. Paradigmatically, it was carried out from the phenomenological perspective, following the qualitative methodology and the phenomenological method. As a technique for data collection, open interviews in depth were taken following a script of questions. The information process and the emerging theoretical elements were carried out with the Atlas.Ti software. The main hypothetical closure stated that what teachers register in the curricular plans is not in harmony with the requierements of the National Curriculum and with the activities that are carried out in the daily practice during classes.Gerenciar estrategias para la enseñanza del inglés como lengua extranjera resulta una forma inéditamente novedosa para que los docentes especialistas de esta área dispongan de herramientas alternativas para tal fin. El propósito de este estudio fue teorizar sobre la planificación como categoría emergente dentro de la gerencia de estrategias que ejecutan los profesores para la enseñanza del inglés como lengua extranjera. Paradigmáticamente se abordó desde la perspectiva fenomenológica,  siguiendo la metodología cualitativa y el método fenomenológico. Como técnica para la recolección de datos se aplicaron entrevistas abiertas en profundidad orientadas por un guion de preguntas. Se realizó el procesamiento de la información y de los elementos teóricos emergentes con apoyo en el software Atlas.Ti. El principal cierre hipotético que se generó fue que lo registrado en las planificaciones curriculares se muestra disconsono con lo que se dispone en el currículo nacional y con lo que se ejecuta en la práctica diaria en las aulas de clases. Palabras clave: gerencia de estrategias; estrategias de enseñanza; inglés como lengua extranjera; gestión; planificación.     Abstract: Formal teaching processes, whether tangible or intangible, are based on various actions that must be carefully planned, taking into account the context, relevance, and continuous updating. In this regard, planning strategies for teaching English as a foreign language represents an innovative approach, providing specialized teachers with alternative tools for this purpose. This research is justified by its aim to theorize, from an epistemic perspective, about constructs related to educational planning. Paradigmatically, the study was approached from phenomenology, employing a qualitative methodology and the phenomenological method. For data collection, in-depth open-ended interviews were conducted, guided by a set of questions. The information and emerging theoretical elements were processed using Atlas.Ti software. The main conclusion of the study is that planning constitutes the core of strategy management in the teaching of English; however, its effectiveness depends on teacher training, resource availability, and the ability to contextualize. Finally, one of the main contributions of this study is the provision of concrete guidelines for strengthening strategic and context-sensitive planning. Keywords: strategy management; teaching strategies; English as a foreign language; management; teaching planning